Emergent Readers with and Emergent Reader
Lesson 10 of 14
Objective: SWBAT sequence story events first with the teacher. SWBAT read an emergent reader in a guided setting.
Prepare the Learner
The First Thanksgiving
This is the tenth lesson in a series of fourteen.
We watch this short video on the first Thanksgiving. It brings our reading and learning to life, reinforcing much of what we've discussed and written about.
After the video, I ask: What are some pieces of information you saw and heard in the video that we also have discussed and read about in our pictorial and book?
Interact with text/concept
I say: Today we will be putting our EVENTS from the story in order. These are all of the events that we've talked about in the story of the Wampanoags and the Pilgrims.
I hold up each event, out of order, and say: What does this picture represent? I do this so that the kids know and understand what each picture is showing. We discuss each picture and its significance to what we've learned.
I ask: Which one do you think would come FIRST? Which picture shows us the very BEGINNING of our story of the Wampanoags and the Pilgrims? Students raise their hands and I call on one student to get the map of the voyage across the ocean picture and place it first at the top of the pocket chart. I ask the group: Who can tell me what is happening in this picture?
I follow the same pattern for each of the events until all have been sequenced.
I remind students that we must go back to the story (or text/illustrations) to help us find the right sequence of the story.
We read the emergent reader: “Pilgrims and Wampanoag: Together They Were Better” I had to upload this in two parts (Working Together They Were Better1 and Working Together They Were Better2), but when you put them together they make one book.
I say: Boys and girls, let’s read the title together. We read the title together and I help them to use letters and sounds to blend the words together.
The students have heard these words for two weeks now, so once we begin sounding out even the long words, they tend to know what they are right away!
I prompt: We know the first word. Let's make the sounds of the letters to figure it out. What sound for 'p?' (/p/) What sound for 'i'? (/i/) What sound for 'l?' (/l/) What sound for 'g?' (/g/) By this time they have usually figured out the word is "Pilgrims"
I continue: This next word is on our word wall. We know that one! (and)
I follow the same pattern for sounding out the words and challenging kids to read the sight words. I will stop and chunk parts of the word together by blending up until the point in the word that we've sounded out.
I usually chunk by syllable, so for 'Wampanoag' I would stop after we sounded out W-A-M and say: Let's put those sounds together. We call that blending. Let's blend W-A-M. We read together 'wam."
We continue on in the same fashion with 'pa' 'no' and 'ag' and finally blend the whole word 'Wampanoag.'
Application of Common Core Foundational Skills
Because this book has high use of sight words and high levels of picture support for the text, the kids can have a fair amount of success with this reader. As we read each page, the kids should know the sight words, as the ones I’ve used are review. We use the letters, sounds and pictures to help us read the non sight words. I model by thinking aloud and sounding out the words in the same way that I modeled reading the title. The kids usually join in and take over the reading fairly quickly, as we’ve done this repeatedly since the beginning of the year.
The text is also repetitive, which makes it manageable for the kids once we've gotten through the first couple of pages. On each page, I focus on the -ing endings that transfer the verb to a subject.